Student-Scientist Curriculum: Integrating Inquiry-Based Research Experiences and Professional Development Activities into an Introductory Biology Laboratory Course<sup><xref ref-type="fn" rid="fn1-jmbe-21-74">†</xref></sup>

We designed a 16-week scaffolded student-scientist curriculum using inquiry-based research experiences integrated with professional development activities. This curriculum was implemented to teach undergraduate students enrolled in an introduction to biology course about enzyme activity, biochemical...

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Autores principales:	Porché L. Spence, Ruth S. Phillips, Akeem R. McAllister, Sandra L. White, Gail P. Hollowell
Formato:	article
Lenguaje:	EN
Publicado:	American Society for Microbiology 2020
Materias:	Special aspects of education LC8-6691 Biology (General) QH301-705.5
Acceso en línea:	https://doaj.org/article/cf37fed7ef424d14a698494cda923661
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spelling	oai:doaj.org-article:cf37fed7ef424d14a698494cda9236612021-11-15T15:04:14ZStudent-Scientist Curriculum: Integrating Inquiry-Based Research Experiences and Professional Development Activities into an Introductory Biology Laboratory Course<sup><xref ref-type="fn" rid="fn1-jmbe-21-74">†</xref></sup>10.1128/jmbe.v21i3.22251935-78851935-7877https://doaj.org/article/cf37fed7ef424d14a698494cda9236612020-01-01T00:00:00Zhttps://journals.asm.org/doi/10.1128/jmbe.v21i3.2225https://doaj.org/toc/1935-7877https://doaj.org/toc/1935-7885We designed a 16-week scaffolded student-scientist curriculum using inquiry-based research experiences integrated with professional development activities. This curriculum was implemented to teach undergraduate students enrolled in an introduction to biology course about enzyme activity, biochemical reactions, and alcohol fermentation. While working through the curriculum, students completed the entire scientific process by planning experiments, maintaining laboratory journals, analyzing and interpreting data, peer-reviewing research proposals, and producing and presenting a poster. The overall outcome was for students to complete a multiweek, collaborative, student-scientist project using Saccharomyces cerevisiae as the model organism. Student learning outcomes were evaluated using formative assessments (post-Research on the Integrated Science Curriculum survey and peer- and self-reflection worksheets) and summative assessments (pre/post assessments and assignment grades). Results indicated that more than 50% of the students scored 70% or higher on the collaborative student-scientist project, demonstrated several self-reported learning gains in scientific concepts and skills, and reported they would recommend this laboratory course to their peers. By providing the opportunity for students to carry out the entire scientific process, this curriculum enhanced their technical, analytical, and communication skills.Porché L. SpenceRuth S. PhillipsAkeem R. McAllisterSandra L. WhiteGail P. HollowellAmerican Society for MicrobiologyarticleSpecial aspects of educationLC8-6691Biology (General)QH301-705.5ENJournal of Microbiology & Biology Education, Vol 21, Iss 3 (2020)
institution	DOAJ
collection	DOAJ
language	EN
topic	Special aspects of education LC8-6691 Biology (General) QH301-705.5
spellingShingle	Special aspects of education LC8-6691 Biology (General) QH301-705.5 Porché L. Spence Ruth S. Phillips Akeem R. McAllister Sandra L. White Gail P. Hollowell Student-Scientist Curriculum: Integrating Inquiry-Based Research Experiences and Professional Development Activities into an Introductory Biology Laboratory Course<sup><xref ref-type="fn" rid="fn1-jmbe-21-74">†</xref></sup>
description	We designed a 16-week scaffolded student-scientist curriculum using inquiry-based research experiences integrated with professional development activities. This curriculum was implemented to teach undergraduate students enrolled in an introduction to biology course about enzyme activity, biochemical reactions, and alcohol fermentation. While working through the curriculum, students completed the entire scientific process by planning experiments, maintaining laboratory journals, analyzing and interpreting data, peer-reviewing research proposals, and producing and presenting a poster. The overall outcome was for students to complete a multiweek, collaborative, student-scientist project using Saccharomyces cerevisiae as the model organism. Student learning outcomes were evaluated using formative assessments (post-Research on the Integrated Science Curriculum survey and peer- and self-reflection worksheets) and summative assessments (pre/post assessments and assignment grades). Results indicated that more than 50% of the students scored 70% or higher on the collaborative student-scientist project, demonstrated several self-reported learning gains in scientific concepts and skills, and reported they would recommend this laboratory course to their peers. By providing the opportunity for students to carry out the entire scientific process, this curriculum enhanced their technical, analytical, and communication skills.
format	article
author	Porché L. Spence Ruth S. Phillips Akeem R. McAllister Sandra L. White Gail P. Hollowell
author_facet	Porché L. Spence Ruth S. Phillips Akeem R. McAllister Sandra L. White Gail P. Hollowell
author_sort	Porché L. Spence
title	Student-Scientist Curriculum: Integrating Inquiry-Based Research Experiences and Professional Development Activities into an Introductory Biology Laboratory Course<sup><xref ref-type="fn" rid="fn1-jmbe-21-74">†</xref></sup>
title_short	Student-Scientist Curriculum: Integrating Inquiry-Based Research Experiences and Professional Development Activities into an Introductory Biology Laboratory Course<sup><xref ref-type="fn" rid="fn1-jmbe-21-74">†</xref></sup>
title_full	Student-Scientist Curriculum: Integrating Inquiry-Based Research Experiences and Professional Development Activities into an Introductory Biology Laboratory Course<sup><xref ref-type="fn" rid="fn1-jmbe-21-74">†</xref></sup>
title_fullStr	Student-Scientist Curriculum: Integrating Inquiry-Based Research Experiences and Professional Development Activities into an Introductory Biology Laboratory Course<sup><xref ref-type="fn" rid="fn1-jmbe-21-74">†</xref></sup>
title_full_unstemmed	Student-Scientist Curriculum: Integrating Inquiry-Based Research Experiences and Professional Development Activities into an Introductory Biology Laboratory Course<sup><xref ref-type="fn" rid="fn1-jmbe-21-74">†</xref></sup>
title_sort	student-scientist curriculum: integrating inquiry-based research experiences and professional development activities into an introductory biology laboratory course<sup><xref ref-type="fn" rid="fn1-jmbe-21-74">†</xref></sup>
publisher	American Society for Microbiology
publishDate	2020
url	https://doaj.org/article/cf37fed7ef424d14a698494cda923661
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Student-Scientist Curriculum: Integrating Inquiry-Based Research Experiences and Professional Development Activities into an Introductory Biology Laboratory Course<sup><xref ref-type="fn" rid="fn1-jmbe-21-74">†</xref></sup>

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